Relationship with knowledge and gender: a typology of successful behaviors at school based on the characters of J. K. Rowling

Adriana Marrero


The purpose of this article is to generate plausible interpretations of the reasons and motives that young men and women establish a different relationship with the educational institution, which has led -women in more advanced societies to surpass men in education. It is based on a review of the main aspects of the theory of "relationship with knowledge", as developed by Bernard Charlot. Although Charlot's theory constitutes the conceptual framework of analysis, it is made to dialogue with the contributions of other theorists such as Max Weber, Margaret Archer and Michael FD Young. Methodologically, the analysis is based on the typology of the behavior of characters in a work of fiction aimed at young audiences. It concludes by showing aspects of the teaching situation in modern educational institutions, which favor the generation of a relationship with more positive knowledge in women than in men.


Relationship with knowledge, Gender, Education, Inequality

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